rt     iv.  *^  >      /  —    / 


S.  R.  S.  Doe.  42.  A.  1-2. 

U.  S.  DEPARTMENT  OF  AGRICULTUR! 


STATES  RELATIONS  SERVICE. 
A.  C  TRUE,  Director. 


AGRICULTURAL  EXHIBITS  AND  CONTESTS. 

SUGGESTIONS  FOR  TEACHING  THE  SUBJECT  IN  SECONDARY  SCHOOLS.* 

Value  of  the  school  exhibit. — For  a  number  of  years  school  fairs 
have  been  held  and  appreciated  for  their  educational  value  in  certain 
progressive  school  districts.  The  development  of  the  home-project 
plan  has  aroused  a  new  interest  in  the  exhibition  of  the  products  of 
the  practical  work  done  both  at  home  and  school.  The  chief  value 
of  such  exhibits  may  be  grouped  as  follows:  (1)  They  arouse  interest 
on  the  part  of  the  student  in  practicums  and  projects  and  through 
them  a  general  interest  in  school;  (2)  they  establish  ideals  toward 
which  the  students  may  work;  (3)  in  their  preparation  and  arrange- 
ment they  give  practice  to  the  student  and  furnish  material  for  prac- 
tice in  judging;  (4)  as  they  furnish  opportunity  for  cooperation  they 
have  a  beneficial  socializing  influence  associated  with  school  spirit; 
and  (5)  they  furnish  teacher  and  students  an  opportunity  to  show 
patrons  and  parents  what  is  being  done.  Although  school  exhibits 
have  great  advertising  value  the  teacher  should  not  lose  sight  of  the 
educational  aim,  i.  e.,  to  use  them  chiefly  for  the  benefit  of  students 
and  the  young  people  of  the  community  who  should  be  in  school. 

Type  of  school  exhibits. — Although  at  this  time  we  are  considering 
only  agricultural  exhibits  we  do  not  wish  to  lose  sight  of  the  value 
of  general  school  fairs.  The  agricultural  exhibits  may  be  made  a 
part  of  a  general  school  fair;  in  most  cases,  however,  the  exhibition 
of  the  agricultural  work  of  the  students  should  merit  a  special  agri- 
cultural fair.  The  term  agricultural  exhibit  is  applied  to  material 
gathered  together  for  teaching  purposes  in  the  school  museum. 
Although  we  appreciate  the  value  of  such  permanent  exhibits,  at  this 
time  we  are  considering  a  temporary  exhibition  of  the  work  of  the 
students  in  agriculture  at  home  and  in  the  school.  This  exhibit  may 
be  general,  covering  all  phases  of  agriculture,  or  it  may  deal  with 
one  line  of  class  work  or  one  project,  such  as  a  poultry,  pig,  or  colt 
show,  a  corn  or  a  potato  exhibit.  If  the  home  projects  follow  one  or 
two  special  lines  it  may  be  better  to  hold  special  exhibits  of  home 

1  Prepared  by  H.  P.  Barrows,  Specialist  in  Agricultural  Education,  under  the  direction 
of  C.  H.  Lane,  Chief  Specialist  in  Agricultural  Education. 
83884°— 17 


work  rather  than  attempt  general  ones,  as  it  is  a  better  policy  to 
undertake  a  little  and  do  it  well  than  to  attempt  something  beyond 
the  reach  of  the  school. 

In  most  cases  it  will  be  better  to  foster  the  growing  tendency  to 
make  the  school  the  community  center  by  holding  the  exhibit  at  the 
school.  It  may  not  be  convenient,  however,  to  do  this  in  all  cases.  In 
many  cases  it  will  be  difficult  to  exhibit  animals  other  than  poultry 
at  the  school,  hence  the  necessity  for  having  a  separate  show  for 
animals  or  of  holding  this  phase  of  the  exhibit  in  connection  with 
the  county  fair.  The  exhibit  held  at  the  school  may  later  be  dis- 
played in  part  or  as  a  whole  at  a  general  fair. 

Organization  and  plans. — It  should  be  borne  in  mind  that  if  the 
school  exhibit  is  to  represent  the  real  work  of  the  school  and  related 
home  activities  it  must  be  planned  ahead.  This  is  especially  im- 
portant in  the  case  of  farm  products.  The  student  should  understand 
when  he  is  planning  his  project  and  buying  his  seed  in  the  spring 
that  he  is  to  make  an  exhibit  of  his  products  in  the  fall.  The  contest 
idea  may  well  involve  the  whole  project  as  well  as  the  products  ex- 
hibited. The  exhibition  of  products  may  be  made  a  requirement  of 
the  complete  project  and  a  record  of  the  project  may  be  considered  a 
part  of  the  exhibit. 

Early  in  the  fall  is  the  best  time  for  a  general  exhibit  in  most  parts 
of  the  country.  This  means  that  arrangements  should  be  made  soon 
after  school  begins.  If  there  is  a  live  agricultural  club,  a  good  part 
of  the  responsibility  and  credit  for  the  work  should  be  turned 
over  to  its  members.  Committees  of  three  members  should  be  ap- 
pointed for  each  of  the  main  divisions  of  the  fair,  the  chairmen 
of  these  committees  forming  an  executive  board.  The  teacher  may 
work  through  these  student  committees  as  ex  officio  chairman.  As 
a  means  of  making  it  a  community  affair  an  advisory  committee  of 
men  in  the  community  should  be  invited  to  work  with  the  students. 
These  men  should  be  especially  helpful  in  assisting  in  the  securing 
of  premiums.  If  a  permanent  advisory  committee  aids  in  the  super- 
vising of  the  home  projects,  it  should  serve  well  in  connection  with 
the  exhibit.  One  of  the  most  able  students  should  be  appointed  by 
the  club  as  secretary  of  the  school  fair. 

In  order  that  students  may  know  definitely  what  will  be  expected 
and  what  are  the  possibilities  in  their  work  it  is  well  to  plan  the 
exhibits  and  contests  and  secure  prizes  early  in  the  season.  The 
classification  and  grouping  of  exhibits  will  depend  upon  the  nature 
and  scope  of  the  exhibit.  The  following  grouping  of  a  general  fair 
should  be  suggestive  of  what  an  exhibit  may  include  and  how  the 
materials  may  be  grouped : 


Division  I. — Agricultural  products.1 
Class  A. — Field  crops. 

1.  Corn — 1-ear  and  10-ear  exhibits. 

2.  Sorghum — 10  heads. 

3.  Wheat,  oats,  barley,  etc. — 1  peck. 

4.  Field  peas,  beans,  and  peanuts — one-half  peck. 

5.  Cotton— 20  bolls. 

6.  Potatoes  and  sweet  potatoes — plate  of  10. 

7.  Pumpkins  and  squashes — single  specimens. 

8.  Entire  plants — 

(a)   Hill  of  corn — 3  stalks  with  ears, 
(fc)   Sorghum — 3  stalks  with  heads. 

(c)  Wheat,  oats,  barley,  etc. — small  bundles  in  the  straw. 

(d)  Field  peas,  beans,  and  peanuts  on  the  vine. 

(e)  Cotton  on  the  stalk. 
(/)   Entire  hill  of  potatoes. 

(g)  Alfalfa  and  clover — bundles  representing  different  cuttings. 
Class  B. — Garden  products.     (In  season.) 

1.  Radishes,  turnips,  beets,  carrots,  etc. — 5  bunches. 

2.  Cabbage,  cauliflower,  lettuce — 6  heads. 

3.  Peas  and  beans,  brussels  sprouts — one-half  peck. 

4.  Eggplant,  summer  squash,  cantaloupesT— 6  specimens. 

5.  Tomatoes,  cucumbers — plate  of  10. 

6.  Peppers  and  okra — plants  with  pods. 

7.  Watermelons — single  specimens. 

8.  Variety  collection  from  single  garden. 

9.  Vegetables  packed  for  shipment. 

10.  Flowers. 

Class  C. — Fruits  and  nuts. 

1.  Apples,  pears,  peaches,  quinces — plate  of  5. 

2.  Apricots  and  plums — plate  of  10. 

3.  Grapes — five  clusters. 

4.  Strawberries  and  other  berries  in  season — 1  quart. 

5.  Walnuts,  pecans,  almonds,  etc. — one-quarter  peck. 

6.  Fruit  packed  in  commercial  packages  for  shipping. 
Division  II. — Farm  animals.2 

Class  A. — Poultry. 

1.  Single  fowls — cockerels,  pullets,  cocks,   hens. 

2.  Pair  of  fowls — cockerel  and  pullet,  cock  and  hen. 

3.  Pens  of  fowls — 1  male  and  4  females,  any  age. 

4.  Turkeys — 1  pair. 

5.  Ducks — 1  pair. 

6.  Geese — 1  pair. 

7.  Guinea  fowls — 1  pair. 

8.  Pigeons — 1  pair. 

9.  Eggs  for  market — 1  dozen,  fresh,  white  or  brown,  1  dozen,  preserved. 

10.  Dressed  fowls  packed  for  shipment. 

1  All  of  the  agricultural  products  should  be  grouped  according  to  type  and  variety  ;  for 
example,  in  the  case  of  corn  there  should  be  subclasses  for  field  corn,  sweet  corn,  and  pop 
corn,  with  place  for  the  important  local  varieties  of  each 

2  In  grouping  farm  animals,  type  and  variety  must  be  considered.  In  most  cases  only 
pure-bred  animals  should  be  admitted. 


Division  II. — Farm  animals — Continued. 
Class  B. — Pet  stock. 

1.  Rabbits — 1  pair. 

2.  Guinea  pigs — 1  pair. 
Class  C. — Swine. 

1.  Pigs — 2  to  4  months  old. 

2.  Breeding  stock — sow,  boar,  or  herd  of  3  sows  and  1  boar. 

3.  Fat  stock. 

Class  D. — Sheep  and  goats. 

1.  Lambs  and  kids. 

2.  Breeding  stock. 
Class  E.— Cattle. 

1.  Calves — heifer  under  6  months. 

2.  Young  breeding  stock — heifer  or  bull  under  2  years. 
Class  F. — Ponies  and  colts. 

1.  Riding  pony. 

2.  Pony   in   harness. 

3.  Colt  under  2  years. 

Division  III. — Miscellaneous  farm  products. 
Class  A. — Honey  and  sirups. 

1.  Comb  honey — five  1-pound  frames. 

2.  Extracted  honey — half  pint,  pint,  and  quart  jars. 

3.  Maple  sirup — quarts  and  gallons  in  bottles  and  cans. 

4.  Maple  sugar — cakes,  1,  3,  and  5  pound  packages ;  pails  up  to  10 

pounds. 

5.  Sorghum  and  cane  sirup — quarts  and  gallons  in  bottles  and  cans. 
Class  B. — Dairy  products. 

1.  Milk— quart  bottled  for  market. 

2.  Butter — 1  pound. 

3.  Cheese — 1  pound,  soft  variety. 
Class   C. — Fruit  products. 

1.  Canned  fruit — pints,  quarts,  gallons,  in  tin  and  glass. 

2.  Cider,  grape  juice,  and  vinegar — quart  bottle. 

3.  Dried  fruit — 1  pound  or  larger  amounts  packed  for  retail  trade. 
Class  D. — Vegetable  products. 

1.  Canned  vegetables — quarts  and  gallons  in  tin  and  glass. 

2.  Garden  seeds — 1  pound. 
Division  IV. — School  work.1 

Class  A. — Work  with  farm  pests. 

1.  Case  of  mounted  insects  showing  common  orders  and  families. 

2.  Mounted  insects  representing  life  history  of  common  pests  of  the 

district. 

3.  Mounted  specimens  of  common  weeds. 

4.  Mounted  vials  of  weed  seeds. 

5.  Specimens  of  common   plant   diseases. 
Class  B. — Work  with  farm  crops. 

1.  Mounted  exhibits  showing  types  of  varieties  of  grasses  and  grains. 

2.  Vials  and  jars  of  farm  and  garden  seeds. 

3.  Specimens  of  legumes  of  different  types,  showing  nodules  on  root. 

4.  Seed  testers  in  operation. 

1  Most  of  this  material  is  used  in  connection  with  teaching,  and  should  he  a  part  of  the 

school  museum  or  permanent  school  exhibit. 


Division  IV. — School  work — Continued. 
Class  C. — Work  with  farm  animals. 

1.  Charts  used  in  judging. 

2.  Babcock  test    (for  demonstration  purposes). 

3.  An  exhibit  of  commercial  feeding  stuffs. 

4.  An  observation  beehive. 

5.  An  incubator  in  operation. 

6.  Poultry  equipment 

7.  Dairy  equipment. 

8.  Models  and  plans  of  buildings  and  equipment 
Class  D. — Work  with  soils  and  fertilizers. 

1.  Five-foot  tubes  of  soil  showing  types  of  district 

2.  An  outfit  for  taking  soil  samples. 
8.  Demonstration  of  soil-acidity  test. 

4.  An  erosion  model.1 

5.  Fertilizing  material. 

6.  Home-mixed  fertilizers,  with  charts  showing  percentage  composition 

and  costs. 

7.  A  demonstration  on  the  use  of  lime  or  any  exercise  from  the  school 

laboratory  which  would  apply  to  local  needs  and  be  easily  under- 
stood. 
Class  E. — Work  in  horticulture. 

1.  Mounted  trees  to  demonstrate  pruning. 

2.  Demonstration  of  packing  fruit  and  vegetables. 

3.  Models  and  plans  of  home  grounds. 

4.  Charts  showing  methods  and  results  of  spraying. 

5.  Collections  of  woods. 

Class  F. — Work  in  farm  management. 

1.  Plans  and  models  of  farms. 

2.  General  farm  records  and  accounts. 

3.  Records  and  accounts  of  projects. 

4.  Charts   showing  labor  unit  and   other   information  needed   in  the 

community. 

5.  Results  of  district  survey  in  chart  form. 

Class  G. — Work  in  rural  engineering  and  farm  handicraft  work. 

1.  Products  of  practice  in  ironworking. 

2.  Products  of  practice  in  woodworking. 

3.  Charts  showing  plans  for  lighting,  heating,  water,  and  sewage  sys- 

tems for  farm  homes. 

4.  A  gasoline  engine. 

5.  An  exhibit  of  knots  and  splices. 

6.  Samples  of  simple  concrete  construction. 

Preparing  the  exhibits. — As  far  as  possible  all  exhibits  should  be 
at  the  school  the  day  before  the  exhibition.  The  room  or  building 
should  be  decorated  in  good  taste  with  farm  material.  Cornstalks, 
bunches  of  grass,  and  sheaves  of  grain,  with  an  abundance  of  bright- 
colored  pumpkins  will  aid  greatly  in  developing  a  festive  agricultural 
atmosphere.  A  whole  day  may  be  spent  to  good  advantage  in  deco- 
rating the  building,  entering  the  exhibits,  and  arranging  them  to 

1  For   plans   of  an   erosion   model,   see   Office  of   Experiment   Stations   Circular   117,   A 

Working  Erosion  Model  for  Schools. 


good  advantage.  Numbers  should  be  given  the  exhibitors  and  their 
names  entered  by  the  secretary  with  their  numbers.  For  each  ex- 
hibit an  entry  card  should  be  made  out  in  duplicate,  one  copy  being 
attached  to  the  exhibit  and  the  other  given  to  the  exhibitor.  Upon 
this  card  should  be  designated  the  division,  class,  exhibit,  and  a  num- 
ber representing  the  individual  entry.  Each  student  should  have  his 
individual  exhibit  in  good  shape  when  brought  to  the  fair.  Some 
time  should  be  devoted  to  the  preparation  of  exhibits  in  the  various 
agricultural  classes  before  the  fair  is  held.  Some  good  photographs 
of  the  exhibits  should  be  taken  before  they  are  disturbed. 

A  suggested  program. — If  the  exhibits  are  all  in  place  at  the  be- 
ginning of  the  day  of  the  fair,  the  whole  day  may  be  spent  profitably 
in  getting  all  that  is  possible  out  of  it.  The  following  program  may 
be  modified  to  fit  local  needs  and  conditions: 

9  a.  m.  An  agricultural  parade. 

10  a.  m.  Seeing  exhibits.    Demonstrations. 

11  a.  m.  A  short  agricultural  program. 
12  m.  A  basket  picnic. 

1  p.  m.  Agricultural  contests. 
3  p.  m.  Athletic  contests. 

7  p.  m.  An  illustrated  lecture  or  moving  picture  on  an  agricultural  topic. 

8  p.  m.  Awarding  of  prizes. 

The  parade. — In  a  village  or  town  a  parade  will  do  much  to  arouse 
the  interest  of  the  people  and  advertise  the  fair.  Various  club  and 
class  organizations  should  be  given  an  incentive  to  enter  a  competi- 
tion for  the  best  float  illustrating  some  phase  of  agriculture.  While 
all  the  students  should  participate  in  the  parade  an  effort  should  be 
made  to  have  them  dressed  or  designated  in  some  way  to  represent  or 
suggest  their  agricultural  interests.  For  example,  the  boys  with 
corn  projects  may  be  formed  into  a  military  company  armed  with 
cornstalks;  those  interested  in  poultry  projects  may  form  another 
group  with  feathers  in  their  hats ;  and  a  class  in  horticulture  may  be 
armed  with  pruning  tools.  If  the  school  owns  a  spray  outfit  or  other 
piece  of  equipment  of  service  in  a  community  which  needs  it  badly,  it 
should  be  brought  into  the  parade. 

Demonstrations. — In  addition  to  having  plain  labels  and  placards 
showing  what  the  exhibits  represent,  a  group  of  selected  students 
should  be  at  hand  to  explain  the  exhibits.  Students  may  also  make 
demonstrations  of  work  done  at  school.  The  following  simple 
demonstrations  may  suggest  others  which  may  be  conducted  by  stu- 
dents: Testing  milk,  testing  soil  for  acidity,  testing  eggs,  packing 
fruit,  preserving  eggs  in  water  glass.  More  extensive  demonstra- 
tions conducted  by  the  teacher  or  some  other  expert  will  prove  of 
value  if  adapted  to  local  needs.  Among  such  demonstrations  may  be 
included  the  canning  of  fruits  and  vegetables,  such  operations  as 


caponizing  fowls,  inoculation  for  hog  cholera,  vaccination  for  black- 
leg, treatment  for  milk  fever,  the  operation  of  a  gasoline  engine, 
and  the  killing  and  dressing  of  fowls. 

The  agricultural  program. — The  forenoon  program  should  be 
the  work  of  students  as  far  as  possible.  It  should  include  the  singing 
of  harvest-time  songs  and  one  or  two  readings  of  appropriate  poetry. 
A  brief  debate  on  an  agricultural  topic  of  local  importance  would  be 
timely.  A  clear  statement  by  the  teacher  or  one  of  the  students  of  the 
aims  and  methods  of  the  agricultural  instruction  of  the  school  or 
the  accomplishments  for  the  year  should  prove  of  value  as  would 
also  brief  reports  of  successful  projects  by  the  individual  students. 

Contests. — The  whole  exhibit  may  represent  more  or  less  the  con- 
test idea  in  the  products  of  school  and  home  work.  The  agricul- 
tural contests  suggested  as  a  feature  of  the  afternoon  program  repre- 
sent training  toward  skill.  They  may  be  classed  as  group  or  team 
contests  and  contests  among  individuals.  Teamwork  should  be  en- 
couraged because  of  its  value  in  developing  the  social  idea.  Indi- 
vidual contests  may  be  conducted  with  a  view  to  selecting  the  winners 
as  members  of  teams  to  represent  a  class  or  the  school.  It  will  be 
necessary  to  have  junior  and  senior  classes  in  most  of  the  contests  if 
there  is  any  great  difference  in  the  age  and  training  of  the  contestants. 

The  judging  contests  may  be  grouped  according  to  the  method 
used,  i.  e.,  those  involving  the  use  of  the  score  card  and  those  involv- 
ing the  comparative  method.  The  scoring  of  farm  products  and  ani- 
mals is  better  for  the  junior  classes  and  for  individual  contests  while 
the  use  of  the  comparative  method  of  placing  according  to  merit  is 
adapted  to  students  who  have  had  practice  with  score  cards. 

The  following  contests  may  be  suggestive  of  others  that  will  fit 
local  needs  and  conditions: 

1.  Judging  live  stock,  horses,  cattle,  sheep,  hogs,  poultry,  and  pet  stock. 

2.  Judging  farm  products,  grains,  fruits,  potatoes,  and  other  vegetables. 

3.  Rope  tying,  10  to  20  knots  and  splices. 

4.  Corn  stringing  and  husking. 

5.  Fruit  packing  and  box  making. 

6.  Naming  of  farm  and  garden  seeds. 

7.  Identification  of  weeds  and  weed  seeds. 

8.  Identification  of  common  woods. 

9.  Riding,  driving,  and  hitching  of  horses. 

10.  Killing  and  dressing  of  poultry. 

11.  A  plowing  match. 

Awarding  of  prizes. — An  effort  should  be  made  early  in  the  season 
to  secure  prizes  for  the  fair,  so  that  the  premium  list  may  be  pub- 
lished early.  If  a  propaganda  is  started  early  and  the  people  see 
that  the  school  fair  represents  work  which  means  much  in  building 
up  the  community,  it  ought  not  to  be  difficult  to  secure  premiums. 
Cash  premiums  which  are  out  of  proportion  to  the  work  exhibited 


UNIVERSITY  OF  FLORIDA 

1 


8  3  1262  08928  8111 


should  not  be  given.  It  will  be  better  to  give  recognition  to  a  larger 
number  of  students.  As  a  rule  it  is  easier  to  secure  premiums  other 
than  cash.  For  example,  in  a  community  interested  in  poultry  it 
is  usually  not  difficult  to  get  patrons  of  the  school  to  give  pure-bred 
fowls  and  settings  of  eggs  as  prizes  to  students  for  poultry  projects 
and  exhibits.  Pure-bred  pigs  make  excellent  prizes  for  students  in 
such  projects  as  corn  production,  as  they  furnish  a  start  for  a  new 
kne  of  work.  Books  on  agriculture  and  items  of  equipment  are 
suitable  premiums.  Whenever  there  is  but  little  cash  it  will  be  ad- 
visable to  spend  it  for  ribbons  and  pennants  rather  than  to  lump 
it  into  one  or  two  prizes.  Larger  amounts  may  be  spent  to  good 
advantage  as  scholarships  on  payments  on  any  college  course  in 
agriculture.  Attendance  at  short  courses  given  at  the  college  and 
visit  to  fairs  and  other  places  of  agricultural  interest  have  high  edu- 
cational value  if  properly  planned  and  supervised,  hence  are  valuable 
premiums  for  the  projects  and  exhibits  which  represent  considerable 
endeavor.  Printed  certificates  may  be  used  also  as  rewards,  and 
should  be  given  in  connection  with  other  premiums. 

Kules  for  contests  and  standards  for  judging  exhibits  will  depend 
upon  -local  conditions.  Such  rules  and  standards  should  be  made 
known  to  the  contestants  as  early  as  possible.  In  most  cases  it 
will  be  best  to  have  competent  persons  from  outside  the  community 
to  do  the  judging.  The  judging  should  be  done  as  early  in  the  day 
as  possible  and  the  place  won  by  the  exhibit  placed  on  the  entry 
card  for  the  benefit  of  those  visiting  the  fair.  The  awarding  of  the 
prizes  is  suggested  as  the  last  number  on  the  program  as  a  means  of 
keeping  up  interest  to  the  last. 


WASHINGTON  :  GOVERNMENT  PRINTING  OFFICE  :  191T 


